mm 



5V 
T69S- 




LIBRARY OF CONGRESS, 






UNITED STATES OF AMERICA. 



/ 



WHY 



SHORTHAND 



IS 



DIFFICULT 

TO READ. 



By BATES TORREY. 



NEW YORK: 

FOWLER & WELLS CO., 

775 Broadway. 

1890. 



READY FOR BUSINESS 

Or, Choosing an Occupation. 

A series of Practical Papers for Young Men and Boys, by 
Oreo J. Manson, 12mo v extra cloth binding-, price 75 cents. 
At some time in nearly every boy's life will he want to 

JET? H°V"™ el ! a " d McV ' dS tbe ^^n: -What work 
snail 1 do. What occupation shall I follow in which I can 
make name, fame and money ?- In this work the author pre- 
sents what m.ght be called an inside view of the various trades 
businesses and professions which are attractive to the youth' 
considers the opportunities afforded by each, shows what is to 
be done in order to acquire a knowledge of them, how much 
education is necessary, and how it can be obtained, the oppor- 
tunities for employment and the chances for success. It is 
just what parents need that they may be able to decide intelli- 
gently for their sons as to what shall be their life-work and 
every young man should read and study it carefully The 
following are some of the important subjects considered : The 
Electrical Engineer, the Architect, Commercial Traveler 
Banker and Broker, House Builder, Boat Builder, a Sea Cap- 
tain Practical Chemist, Journalist, Druggists, etc., etc., and 
the learned professions, Medicine, Law and Divinity The 
author does not attempt to indicate what is the best line to 
ollow, but rather to show what is to be done and how to do it 
to enter upon any one life pursuit, so that when a young man 
has the matter under consideration he may know what he has 
to contend with, or to do in order to succeed in that to which 
he feels he is the best adapted after studying himself and the 
various pursuits of life carefully. 

It will be sent by mail, postpaid, on receipt of price, 75 
cents. Address, 

FOWLER & WELLS CO., Publishers, 

775 Broadway, New York. 



WHY 



Shorthand is Difficult 



to READ 



BY/ 



BATES TORREY, 

Author of "A Practical Plan of Instruction in Shorthand" 
£ and a Manual of "Practical Typewriting" 



fh/ 



"Reason is the Life of Law. 1 






NEW YORK. 

FOWLER & WELLS CO., 
775 Broadway. 



I 



t- 



[. 



&* 



Copyright. 1889, 
by 

BATES TORREY. 



PREFACE. 



If the "IS" of the title page of this pamphlet were tran- 
sposed to appear before the word " SHORTHAND " the full 
title would express the inquiry which this book is intended 
to answer. 

The article was originally prepared for the magazines, 
but expanding somewhat, it became appropriate to issue it 
in this shape. 

Practical stenographers will find voiced herein some of 
their own sentiments, simply because actual experience would 
develop a similar response to such a pertinent question. 

Formerly in shorthand teaching it was SUCCESS or 
FAILURE, both spelled with capitals ; now the improve- 
ments in instruction woo success from failure, which is suf- 
ficient excuse for adding another to the many essays on this 
branch of didactics. 

The timid allusions to the "PLAN OF INSTRUCTION" 
may call for an explanation. When that method was put 
forth, though not aggressively, its reception had in it an el- 
ement of antagonism, because of the feeling prevalent that 
no one should presume to outline the work of the shorthand 
teacher, or define the scope of the shorthand manual. 

No instruction demands more originality than shorthand, 
but in view of onerous duties, a Teachers' Help should be 
accepted in the spirit it is offered, and exhausted of what 
merit it possesses. Such is the benefit I extract from com- 
munication with brother teachers, and that was all I asked 
for my PLAN. 

After a test of four years no apology is made for its 
method. It has taught quite a number in three months, and 
so treads on the toes of the sceptic ; it has utterly failed to 
teach in certain other cases, and so caters to the enjoyment 
of its enemies. In the hands of a well-wisher it can be of 
great assistance, and as an assistant merely it was offered 
to the public. In imparting shorthand, the teacher and the 
book help those who help themselves ; the PLAN makes it 
interesting and easy for the student to work. 

Asking a friendly reading of this little book, and a toler- 
ant acceptance of its ideas, I am fraternally 

Bates Torrey. 



WHY SHORTHAND IS DIFFICULT 
TO READ. 



One great bugbear of discouragement in the pursuit of a 
knowledge of shorthand writing has always been the dif- 
ficulty of the endeavor, and another the inadequacy of the 
knowledge after it has ostensibly been acquired. 

Formerly five or six years was considered too brief a 
period in which to overcome the " flies legs" and tangles 
of the art, but this was largely due to the fact that little 
attention had been given to shorthand as a fit subject of 
didactics, and no really systematic methods of instruction 
had been devised. Of late the demand tor shorthand 
writers of various degrees of proficiency, as an element of 
assistance among business interests, has led to the estab- 
lishment of shorthand schools quite numerously in the 
great centers of population, and it has been made incum- 
bent upon teachers to improve their methods; therefore, in 
a spirit of competition, considerable thought has been 
given to the formulation of schemes of instruction. The 
effect of this is apparent everywhere ; rules for guidance in 
shorthand study have been made simpler and more effect- 
ive, and the time necessary for a thorough acquirement of 
the principles of the art, as well as for abundant exercise 
in a quasi-practical operation of them, has been reduced 
from four or five years to four or five months. 

Ingenious methods of instruction have also done much 
to disguise the difficulty of the subject ; though more or 



6 WHY SHORTHAND IS 

less still exists, and will always prevail — for obvious rea- 
sons, and for reasons not so apparent. 

Phonography has the unfortunate reputation of being 
difficult to decipher, which militates against a confident ap- 
proach to the subject. If the real reasons were better 
understood much of the difficulty might be obviated. It 
is my purpose to discuss the question from the stand-point 
of personal experience and observation, granting at the 
outset that one person's views by no means can cover all 
the ground. 

In order to approximate a clear explanation, the matter 
needs to be discussed from two points of view, namely, the 
theoretical and the practical; and we are of the opinion that 
treatment of it will be more satisfactory if, after giving 
some reasons why phonography is diffi 3 alt to read, a few 
suggestions are advanced to help out of the difficulty. 
Therefore, the two divisions will be combined as advanta- 
geously as maybe possible, one descriptive of entanglement, 
aid the other of extrication. 

Inasmuch as theoretic shorthand has to be first under- 
stood in the learning process, the first allusion will be made 
to that variety: Phonographic writing, as 
Theory, many know, represents language from a basis of 
its sounds, imitating them entirely and exactly 
by a code of signs ; the consonantal souuds being indicated 
by heavy and light line segments of the circle, and by 
straight lines, shaded or the contrary, traced in various 
directions, and joined if need be; and the vowels by dots 
and dashes, likewise shaded and light, — the object of the 
shadiug being dual, (1), to distinguish the voiced from 
the breathed sounds, and (2), to multiply the accepted 
material for sound representation. Theoretically such 



DIFFICULT TO HEAD. 7 

outlines should follow fixed rules of construction, without 
regard to fluency of writing or cursive form. 

The phonetic idea is at first somewhat strange in its ap_ 
plication, and the requirements of straight lines andcurves ? 
with positive relations of light and shade, regularity of 
outline, exactness of conjunction, uniformity as to size, 
etc., etc., taken together, tend to overburden the mind, 
and render the hand unsteady, making the characters as- 
sume shapes far from geometrical. As regularity of fig- 
ure, the familiar standard set by printing, is essential to 
quick reading, such writing is likely to be illegible. 

Then again, from the .beginner's stand-point it is a new 
language, so to speak, and bas a foreign look. Few 
writers at first — many never — have the manual skill to 
trace the outlines accurately, and unless one is a fair 
draughtsman the shapes will be decidedly unshapely. 
Being badly written they are read with hesitancy ; for if 
the reader has a standard of short-hand, it is probably the 
angular text of the books, and he fails to recognize much 
resemblance. 

The learner always likes to write better than to read, 
and so develops the synthetic faculties at the expense of 
the analytic, which breeds difficulty. Then, too, primary 
short-hand makes a prominent feature of the vowels, and if 
the latter are incorrectly applied, the prime factor of 
sound distinction, and hence word identity, is wanting. 

It j:oes almost without saying that theoretic short-hand 
must be much more brief than long-hand, and quite inter- 
esting in its brevity ; but it falls far short of being ade- 
quate for commercial uses when slowly and carefully writ- 
ten, and when speed is attempted illegibility ensues. 
Having no important part to play in the world's work, such 



8 Wm SHOBTSAND IS 

shorthand is fast becoming unpopular. It may be found 
convenient to sometimes keep a private journal in this ex- 
tended hieroglyphic, or it may serve for awhile longer to 
ornament the text-books and magazines, with the object of 
delighting the novice because it can be read but when 
•we come right down to business, where is it ? 

Shorthand as above described may be beautiful in its 
theory, and an almost perfect medium for language repre- 
sentation, but practical short hand has to be of a different 
character, being composed of divers expedients to hasten 
speed, and concurrently to insure legibility, even though 
"haste makes waste" when regularity of outline is to be 
considered. The phonetic principle ]ies at the foundation 
of the art-science, as is meet it should, having been para- 
mount in the learning process ; but when the groping in- 
quirer develops into the expert, he realizes that the con- 
sistency of theory has been abandoned in a great measure, 
and that he has become dependent upon devices designed 
to quickly attain speed and legibility — which, in short- 
hand writing, are the handmaids of Utility ! 

"We might add that practical shorthand is the term ap- 
plied to sign writing that has a commercial value, simply 
because it can be written verbatim and 
Practice. translated literatim. In appearance it 
bears about the same relation to the short- 
hand of the text-books as the copper-plate of the Spence- 
rian copy-book does to the feeble imitation below. Or from 
a mechanical point of view, — it is written very much as a 
telegrapher records in flowing long-hand a swift " take, " as 
compared with the style of the artist in blacking, who 
executes an address on a packing case. 

Fluent writing breaks down many theoretic rules of pro- 



DIFFICULT TO READ. » 

cedure. The phonetic idea in its perfection would invite 
to outlines elaborate in detail, but a running hand de- 
tracts from such exactness, and, like long-band hurriedly 
written, practical shorthand is troublesome to read — only 
in a greater degree. Forms are often made linear when a 
contracted one would cause a conflict, and condensed when 
an extended outline might be expected, this being the nat- 
ural concomitant of speedy writing. It is obvious that 
writing executed under such auspices must be difficult to 
read. 

Some of the characteristic features of practical shorthand 
(sometimes called reporting style) are hooks and loops, in- 
itial and final, halving, doubling, word-signs and phrases, 
and the same have application in the so-oalled correspond- 
ing style; although the presence of the vowel signs in the 
latter makes particular treatment of the consonantal part 
unnecessary, and the appendages named have a more lim- 
ited influence. 

But the chief attribute of advanced phonography, that 
which distinguishes it unmistakably from the theoretic 

branch, and puts it on a higher plane in 
Position. point of usefulness, is Position. For the 

benefit of the reader who may not be famil- 
iar with the subject we will explain shorthand Position 
Somewhat at length. 

Only twelve of the vowel sounds of the English lan- 
guage are utilized in phonography ,* and they are divided 
into four groups of three each : 



* We refer to the Benn Pitman version. 



10 WHY SHORTHAND 19 

VOWEL SOUNDS. 







LONG. 






SHORT. 


PJaee. 


Vowel 


Sound. Sign. 


Place. 


Vowel 


Sound. Sign. 


1, 

2, 
3, 

1, 

2, 

3, 


e, 
a, 
a, 

<>, 

6, 


ee, represented 

aa, by 

ar, heavy Dot. 

or, represented 
oo, by 
oob, heavy Dash 


I 1, 
2, 
3, 

1, 
% 
3, 


1> 

e, 

a, 

o, 


i, represented 
e, by 
a, light Dot. 

au, represente< I 
uh, by 
ouh, light Dash 



The above figures signify the place of the Vowel-sign 
with reference to the consonant form, either at its begin- 
ning, middle or end. For instance, a heavy Dash [-] 
placed at the beginning of ) (S) makes the word SAW 
[ )""]. Place the Dash at the middle, as )-, and the 
word SO results. This is Position with reference to the 
Vow r el-signs, and is only found in the corresponding style. 

But there is another application of Position, having es- 
pecial connection with advanced shorthand, which is to 
write the whole consonant skeleton of a word in the 1st, 
2nd or 3rd place with respect to the ruling of the papar, 
namely, above, upon or below that line, according to the 
Position (as illustrated in the paragraph above) of the 
most accented vowel sound in the word. For instance, ) 
written above the line would stand for SEE or SAW, upon 
the line for SAY or SO, and below the line (or cut across it 
in the case of a vertical character) for SUE. 

Although Position is an ingenious device, and in the 
strictness of its phonetic application conducive to legibility 
of writing, yet at times it falls short of the purpose for 
which it was designed, — simply because so many words 
have the same vocal elements. Note the unchanged Po- 
sition called for in the words— Knee, Nigh, Nor, In— Like, 



DIFFICULT TO READ. It 

Leak, Lock, Ilk, Lick, etc., all being 1st place sounds. If 
Position were invariably employed, the situation would 
quite often be that of Position overtaxed, and ambiguity 
necessarily follow. Then it is that Position is hardly 
more than a definition, its distinctive quality having be- 
come impaired, and it becomes necessary to use it in a 
negative sense; i. e., giving those words of common occur- 
rence the place on the line — which is the natural attitude 
for fast writing — and relegating to the first or third places 
(positions), according to their vowel sound most accented, 
other words of the same elements, but of less frequency. 

Thus is divorced from Position its best attribute; theory 
is displaced by utility, and difficulty of reading must re- 
sult. However, in mitigation of this innovation, or of any 
in current use, we venture the opinion that the better the 
reason for the same the easier it becomes to note a devia- 
tion from theory when shorthand has to be read. . 

Position conduces a great deal to legibility by making a 
prominent distinction between words of the same outline 
w hen the exigencies of speed make it uecessary to neglect 
the vowel part, which is the case in all verbatim report- 
ing; but if such words be too numerous, then memory has to 
become auxiliary to Position. 

If the principle under discussion, faulty though it may 
be, is not utilized when it is possible and practicable, or, 
on the other hand, if the writer has not a good memory 
for the exceptions which must arise, then illegibilty and 
the consequent difficult/ of reading result. 

There areshorthanders gifted with extraordinary memo- 
ries, and the same probably stands them in good stead, 
as an excellent memory does in any literary 
Memory, pursuit, but persons having very ordinary 
memories are sufficiently successful in the 



12 WHY SHOBTSAND IS 

practice of shorthand writing. We have often thought 
that the burden upon memory is not an onerous one — far 
Lghter than has generally been supposed; for it is not 
memory in its more mysterious phases, but plainly assisted 
by suggestion. 

It is not difficult to see that memory must act in bring- 
ing into service the basic principles of the study, as well 
as in the recognition of word forms, and that a fickle recol- 
lection of the latter would make a poor writer, and a hes- 
itating reader. But this ready reproduction of word out- 
lines which have already been reasoned upon and estab- 
lished as stock material, and the constant application of 
the principles of the study, is that manifestation of the 
intellectual powers termed by some " second nature, " and 
no conscious effort being exerted, it can hardly be termed 
an effort of memory. 

A more manifest exhibition of memory may be noted in 
verbatim writing, where the stenographer follows (as of 
course he cannot anticipate) the words of a speaker, and 
reasons upon and writes a portion of the speech while his 
mind is receiving the impressions of subsequent utterance. 
The mental part of such note -taking is quite complicated, 
and calls into action powers of the intellect which are 
more or less phenomenal. They are certainly curious; and 
though they have no direct bearing upon the legibility of 
shorthand, which this article is attempting to discuss, yet 
if there is a clog in the movement of the mental machinery, 
the continuity of the shorthand writing will be impaired. 

The office of memory in this connection is varied, but 
it is cultivated so gradually there is no danger of over- 
work. One of its severest tasks is to keep advised of the 
wanderings of practice from the rules of theory, and if the 



DIFFICULT TO KEAD. 13 

deviations are forced and unreasonable the mind becomes 
overtaxed. 

Word-signs, which are, as the term would imply, signs 
for words (a fragment of the outline being given for the 
whole) are provided for the exceedingly 
Word-Signs, frequent words, and for such as are un- 
avoidably awkward in their full-length 
rendering. They contribute not a little to both speed 
and legibility, if the memory can reproduce them fast 
enough so not to impede rapid writing. 

As much of the outline should be given as will suggest 
the whole ; for if not sufficiently suggestive, they will not 
be remembered readily either for swift writing or reading. 
This furnishes a reason why those systems of shorthand 
prolific of arbitrary word-signs are not easily learned. A 
few that have abnormal memories can acquire such short- 
hand, and use it advantageously (indeed, oftentimes more 
successfully than can the leading writers of extended 
forms); but such ability is uncommon, and not many can 
or care to cultivate the mind to such an extent. 

A fruitful source of difficulty in reading shorthand, even 
when nicely written, is that so few have a knowledge (in- 
stinctive or acquired) of the ordinary gram- 
Word matical constructions, and some insight to the 
Structure, mechanics of work building. The impor- 
tance of this is not generally realized. Many 
write fairly well according to sound, or deftly, because 
memory is good, but when the crucial test is applied 
(reading) they are at a painful disadvantage. 

The study of etymology and of language formation 
should be coincident with investigation into other peculiar- 
ities of the "pot-hooks and curves. " There should be such 



li WHY SHOKTHaInD lis 

familiarity with the common grammatical construction 
that a violation of them in speech would affect the sense 
with as unpleasant a sensation as a discord in music. A. 
clear understanding of word material, i. e. the prefixes, 
roots, derivatives, affixes, etc., will be found valuable in the 
solution of puzzling outlines, when the rules of syllabic 
division ha\e not been violated. 

But it is often the case in shorthand writing that there 
is a deliberate distortion of correct syllabication to ac- 
commodate the form to some demand of utility. We con- 
sider this a liberty taken with language much to be de- 
plored. There exists no greater difficulty in this connec- 
tion than to write and decipher outlines twisted out 
of syllabic proportion and coherency to satisfy the need of 
a fluent mechanical structure. The only help for it is to 
have an excellent memory to keep track of the omissions 
and exceptions, and to be assiduous in practice. 

Excuse might be offered, that phonography is the serv- 
ant of language, and if our mother tongue was more uni- 
form in its character its shorthand counterfeit might be 
susceptible of improvement ; but in admiration of the re- 
markable power of expression of our polyglot speech we 
would rather venture the opinion that short hand is in- 
adequate, and hope or work for improvement in the latter. 

The application the student can make of even a super- 
ficial knowledge of word building is somewhat after the 
following: Suppose one is reading, and the 
Word first stroke of the outline is B (Bull) the coin- 
Building, mon prefixes Be, Ab, Ob and Bi should be in^ 
stantly thought of, which taken with the re- 
maining significance of the form, reasoned upon similarly, 
assists to fathom the meaning of the whole. It is presirp- 



DIFFICULT TO READ. 15 

posed that the writer operated upon the same basis, namely, 
that of making a stroke, which is the term applied to a 
consonant stem, whole, halved, or doubled, together with its 
circle-S, hook or loop appendages, — for each syliabic divis- 
ion of words. De-and ad-, dis-and mis-, re- and er-, per- 
andpre-, es- and se-, il- and le-, etc., etc., call for like treat- 
ment both in writing and reading, and legibility is made 
more certain. 

Likewise as to the Affixes. If the reader encounters 
the shorthand signs for NSat the end of a form he would 
generally decipher it as -nessor -ence. Downward -E (i.e. 
B preceded by a vowel sound) w 7 ould naturally be -ei\ -or, 
and the principle of making a stroke for each syllable 
would make plain the translation of the shorthand for -ry, 
-able, -bly, al, Jy, -ful, -ant, -ent, -us, -sy, -ade, -oid, etc. 

It will be readily inferred that the ability to w r rite and 
read established forms for the constantly recurring word 
material adds greatly to the possessions of the shorthand 
student. 

Upon examination of w 7 ords it is sometimes surprising to 
note how little is left after subtracting prefixes, affixes, and 
syllables common to many other words. Observe the fol- 
lowing: 

Ac-cord-ing-ly, Ee-mitt-an ce, Be-g:' nn-ing, 

Un-kind-ness, Ee-ver-sion-ary, In-struct-or, 

Re-ceiv-able, Ir-re-lig-ious, Com-mis-sion, 

Kx-amina-tion, Re-col -lec-tion, Pre-fer-ence, 

Per-mis-si-ble, As-sign-ment, Il-legi-ble. 

As regards root and derivative treatment, the writer 
should reason by analogy, and the reader bear that in mind 



16 WHY SHORTHAND IS 

also. The root-form for a word should be selected as 
being susceptible of easy addition ol the 
Roots and derivative part. For instance, the word 
Derivatives. ACT is best expressed b y simple K(Kuh) 
halved to add T, because the derivative 
forms, -ive, -ively, -iveness, -ivate, -ual, -less, etc., can be 
conveniently attached. This course can be followed in a 
majority of cases, and the reader reasoning from the same 
premises discove the meaning with less of difficulty than 
if the form were written without regard to analogy. 

The experienced writer and reader performs all this al- 
most intuitively, making deductions with the lightning 
speed of practiced thought; and the learner, by pursuing 
a practical course of instruction, can attain to such a com- 
mand of the situation naturally — and, therefore, easily and 
quickly. 

The expression " Phrase " as related t^ shorthand writ- 
ing refers to combinations of many word outlines into 

wriggles of greater or less length and tort- 
Phrases, uosity. That is the mechanical aspect of it, 

and it verges upon the ridiculous. Another 
view is this : There are in all speech certain expressions 
like, At-all-events, About-the-same, In -other- words, At- 
the-same-time, Here-and- there, By-the-way, etc., which 
the tongue is likely to roll off glibly, and it is neces- 
sary for the verbatim writer to equal the fluency of speech 
with swiftness of writing ; hence it is that outlines of the 
most abbreviated and composite character are devised for 
such groups of words. These are written without lifting 
the pen. They have their origin in the exigency of speed, 
and are a natural- product of shorthand practice. And 



DIFFICULT TO READ. 



17 



this is the essence of the whole matter, — natural phrases 
are allowable, unnatural ones should be avoided. 

Among am ate in s it is a common amusement to waste 
hours inventing phrases of the most bewildering shapes, 
but, aside from the entertainment they aflord, the forms 
are worthless; for expert writers phrase but sparingly, and 
many not at all. The all-round writer is liable to endan- 
ger the legibility of his notes if he indulges in phrasing- 
more than to use the commonplace ones mentioned above; 
although the shorthander, who from clay to day writes about 
the same business, and in the same train of thought, would 
be ignoring opportunity if he neglected to invent a great 
many brief forms to do away with much superfluous writ- 
ing upon a familiar subject. 

The student of shorthand should be orderly in applica- 
tion, and early cultivate habits of self-criticism. When 
teaching it has been our custom to require 
Self-Help, pupils to write short extracts from newspa- 
pers at least three times, and to correct and 
revise their work upon each new rendering; then hand 
to the teacher the best ve-rsion for still further correction. 
We have found that it is not so much the quantity of matter 
thus treated, but the care taken, that produces good results. 

This procedure leads to reading, of course, and to that 
reading which is beneficial; for the veracity of every form 
is challenged, and reasoned upon to -a considerable extent. 
The student should have critical ability in proportion to 
progress in the study; he should be confident enough of 
his acquisitions to apply them for reasons, and swear by 
the outcome. The teacher supplements this by advanced 
suggestions, from the stand-point of better knowledge and 
experience, and the right kind of progress comes perforce. 



1 8 WHY SHORTHAND IS 

A pretty illustration of being systematic and self -helpful 
is furnished by a "mail" pupil, who got on so well we in- 
quired what were her daily habits of study. We will go 
a ] ittle out of our way to give the reply : 

"I work between two and three hours every morning. 
As you return a Lesson to me corrected I employ the 
first morning studying all your corrections until I think 
I can write the piece well; I take down all the new Word- 
signs, Phrases and difficult outlines in another book, and 
go over them all carefully once or twice a week. 

The second morning I rewrite the Lesson you have 
just corrected, timing myself on the translation and the 
newspaper article. If they are not done as well and as 
fast as they should be, I go over it all again. 

The third morning I study the new Lesson you have 
just sent me, and work on translations, I find that 
by dividing the work into two days it is better per- 
formed, and seems clearer in my mind. 

The fourth and fifth mornings I spend in reviewing 
the Lessons previous to the one last corrected. 

The sixth morning I write out the new Lesson to send 
you. I try never to put by a Lesson until I think I 
know it.' 5 * 

Observation has shown that the more common causes of 
obscurity in the shorthand of beginners are : 



* The allusions ti. Lessons, etc., refer to the PLAN of INSTRUCTION 
in SHORTHAND, but the reader will derive from it an idea of self-dis- 
cipline that was highly creditable. This pupil attained a speed of 60 
words a minute after fourteen weekly lessons by mail. 



DIFFICULT TO READ. 19 

A misunderstanding of the phonetic idea. 

Causes of A tendency to use G (Guh) for J (Jufa). 

Illegibility. The frequency of this mistake is surprising. 

Ambiguous outlines because of the variable application 

of the K & L-hook principle. The coalescent 

sounds are easily represented, but if a vowel sound 

intervenes it makes difficulty. 

Indecision in the use of the small semi-circle as a substi- 
tute for the heavy stroke-signs for W and Y (Wuh 
& Yuh) and carelessness in joining the same. 

Uncertainty in the use of the character for H (Huh). 

Improper distinction in the use of Circle and Stroke-S. 

Disorder which the vagaries of Position make in the 
shorter words when Vowels are first discarded. 

Ignorance or neglect of the distinction between R fol- 
lowed or preceded by a vowel sound; likewise L. 

Putting Word-signs and Phrases out of position, which 
is their best identifier; and perhaps a tendency to 
phrase too much. 

Transposition of the order of reading the strokes and 
appendages when the halving principle is applied. 

Making the double-lengths too short, and otherwise de- 
stroying the relations of size, shape and direction of 
strokes. 

In the progression from theory to practice the shorthand 
writer encounters the real difficulty of the situation. He 

then begins to discriminate between strokes 
Theory to upward and downward, lines this way and 
Practice. that, ticks forward and backward. It is 

impossible without a wide experience for one 



20 WHY SHORTHAND IS 

to appreciate the bearing of this or that adaptation of ma- 
terial, and three months in actual service is worth more 
than a year iu school. The writer has then arrived at the 
point where he has got to execute shorthand, and read it 
or own up beaten. In the haste incident to putting into 
practice the minutiae of stenographic technique the memory 
is slow in becoming stocked with exceptions, and — incon- 
sistencies, and the hand is in sympathy. A faint sus- 
picion gains prevalence that the loork of shorthand writ- 
ing has begun, and sach is the fact! 

Then is demonstrated the quality of the intellect, and 
the naked truth exposed whether or not the individual 
possesses the capacity essential to success in the profession. 
Is he industrious ? — if he is, there is saving grace in that. 
Has he a taste for general literature and much reading ? — 
if he has, a great many steps in the ladder have been 
pushed beneath. Has he a fair education derived from 
books? — if so, that will be found valuable ; he cannot have 
too much ! Has he those bettor qualities of quick wit, of 
an observant sense, of a retentive memory? — if he possess- 
es these also, he is likely to be very near the top of the 
ladder; and it will not be long before he will be able to 
look around to find but few in his company. 

To resume: A shorthand outline^ in order to be legible 
whether slowly or rapidly written, should exhibit the fol- 
lowing characteristics ; 

The strokes should primarily represent the sounds, and 
next be cursively written. The general direction should 
be to the right of the page, obtuse an- 
Important gles being avoided as much as possible; 
Procedure. for acute angles greatly conduce to legi- 
bility. 



DIFFICULT TO BEAJ). 21 

There should be as many strokes (thai is, fall or half-length 
consonant signs with appendages) as there are sylla- 
bles, which is a way of implying the vowels. 

If Position be implicitly followed, which, however, is some- 
times impracticable, the form should be given the place 
of the most accented vowel omitted. 

The linesi should, when possible, imply the vowels, either 
by form, position or direction. There is great advan- 
tage to be derived from knowing that a consonant is 
preceded or followed by a vowel, even though the ex- 
act vocal power is not expressed. The implication is 
often sufficient to suggest the real article. The indi- 
cation of syllables is a strong step in this direc- 
tion. 

As helps to the attainment of the above we have in act- 
ual experience found the following suggestions to be val- 
uable : 
When writing shorthand each outline should be pictured 

in the mind (reasoned upon) before touching 
Obvious pen to paper ; then care should be exercised not 
Helps, to pause or lift the pen until the character is 

complete. 
The writing should be with a free hand movement, wrist 
being far preferable to finger action. 

The general direction of writing should be forward, partic- 
ularly as regards the Ticks (shortest strokes), which, 
also, should be attached at acute angles. Of course 
there will be some back strokes, but where a choice 
is given, the progressive movement should be selected. 

Word-signs and facile forms should be established for the 
words common to any matter not technical, and daily 



22 WHY SHORTHAND IS 

practice be devoted to the same. If it be contemplated 
to use shorthand for a particular business or profession, 
training should be had in the technicalities of it. 

Due regard should be given to the sounds of L and R, 
that is, when each is preceded or followed by a vowel 
sound; and to the establishment of a dual treatment be- 
cause of this. A difference in direction of the strokes 
is made the voviel indicator, and a fertile source of leg- 
ibility is thereby introduced. 

Be careful to vary the outlines of words containing the same 
consonant elements. The words apology, pledge, 
pattern, patron, planet, plenty, rich, arch, chair, 
chary, demonstration, administration, come under this 
head. 

Make a proper distinction between Per and Pre, remem- 
bering that one has coalescent and the other interrupt- 
ed consonant sounds. The only exception to a logic- 
al rendering is the necessity for a down stroke before 
M [_] 

Use only suggestive Word-signs, lest the memory be too 
severely taxed. In fact, the memory should not be so 
much exercised in shorthand writing as the reasoning 
faculties. 

It is also wise to remember — That Phrases seldom assist 
speed, and if exaggerated they impair legibility, — That 

the shortest outlines are by no means the 
Handy most expeditiously written, or the most legible. 
Hints. — That legibility is assisted by consistency 

and analogy. It may seem the refinement 
of sarcasm to allude to these words in this connec- 
tion, but shorthand that ignores them is badly off. — That 



DIFFICULT TO READ. 23 

it is the part of wisdom, also, to establish a ready recog- 
nition of the forms for the ever-recurring words and sylla- 
bles. — That a pretty use of the third position is to make it 
embrace the few words that call for stroke-S in the initial 
syllable; such words as assign, assume, assent, etc. , — giv- 
ing the whole form the place of the short initial vowel, at 
the same time employing circle-S instead of the stroke. 
This seems not to impair the legibility, and has consider- 
able facility. 

Enlarging a little upon this idea, the word claim be- 
comes acclaim if transferred to the 3rd position. Note 
also tend, attend, company, accompany, tune, attune, etc. 

The LEGIBILITY of shorthand should really be the 
focus of all effort, but labor to this end is not irksome, for 

every step of progress lures on to redoub- 
Leglbility led exertion. Minutes fade into hours, and 
Always. hours vanish, as the student pores over the 

phonographic page. At the same time the 
end always justifies the means, and if the transition from 
theory to practice (the shoal upon which so many wreck) be 
safely made, there can be no doubt as to the future — 
whether the aim be to while away hours of leisure with a 
fascinating accomplishment, or to cleverly transform men- 
tal and manual ability into a bread- winning industry. 



24 WHY SHOUT HAND TS 



SHOKTHAND LESSONS BY MAIL. 

Phonic shorthand, which is the basis of almost all the 
systems of the present day, was invented in 1837. by Isaac 
Pitman of Bath, England, although schemes of brief writing 
are of very ancient origin. Since the date named the 
knowledge of it has spread far and wide. Both sexes 
practice it, and the demand for expert stenographers 
keems never to decline. Withal, phonography is a fasci- 
nating study, and constitutes a school of language lessons 
that is unrivaled. 

It cannot be denied that Shorthand Writing as a bread- 
winning vocation is gaining in popularity, but with the in- 
crease in the number receiving instruction and practicing 
the art-science there has bean a corresponding growth in 
the variety of commercial interests that have adopted ste- 
nography as an aid to the dispatch of business ; so that the 
demand for efficient writers was never greater than it is to- 
day, and is far from being supplied ! 

Improvements in the method of Shorthand Instruction 
make it possible to impart a working knowledge of it 
through LESSONS BY MAIL. The much writing which 
this involves is beneficial to the pupil, and the habits of 
self-criticism which it encourages conduce to greater pro- 
ficiency than wo; ild be supposed. 

Lessons hy mail are agreeably conducted by the "PLAN 
OF INSTRUCTION/' no matter how far away the pupil 
may be; and they enable the busy man to utilize odd mo- 
ments, the scholar his after school leisure, the mechanic 
his evening hours, or the indolent person his varying 
mood. 

The Benn Pitman version of phonography is acknowl- 



DIFFICULT TO READ. 25 

edged to be the most scientific and effective, and the 
" PLAN" constitute a progressive and syntamatic guide to 
the acquisition of a practical understanding of it. Out of 
300 or more instructors in the United States, more than 
one-half teach the Benn Pitman and Graham systems, which 
vouches for the standing of those systems in the same field 
with at least a dozen others. 

Formerly it required years to learn Shorthand, but re- 
forms in teaching have made it possible to acquire a ccm 
mand of the subject in a comparatively short time. Ste- 
nographers fitted for office work, which demands a speed 
of from 75 to 95 words a minute, can attain that speed in 
from 4 to 6 months by our method; newspaper and Court 
reporters, or those studying for positions of a more exact- 
ing character, need further practice. 

Shorthand is useful alike to workers and writers, and a 
fascinating diversion for the unemployed ; it is invaluable 
to the reporter, and improves the delivery of the 
speaker; with it the author can keep pace with his inspi- 
ration, and the business man dispatch a huge correspond- 
ence without effort. But to learn it by self-instruction is a 
waste of time and energy ; it can be accomplished in rare 
cases, bat quicker and better results follow the instruction 
of a practical teacher (using a "Practical Plan of Instruc- 
tion") and LESSONS BY MAIL have come to be regarded 
as the cheapest and most convenient. 



36 WHY SHOETHAND IS 

The following matters are suggested, not in a controver- 
sial spirit, but rather with the intention of giving the 
reader of this pamphlet the benefit of some healthy ex- 
perience. 

Upward and Downward R & L : 

The PLAN of INSTRUCTION gives special consider- 
ation to a dual treatment of the R and L consonant 
strokes. A clear understanding of the significance attached 
to the different directions of writing the two strokes is of 
great benefit to the beginner, and no shorthand work that 
we have seen gives the matter sufficient prominence, or 
alludes to it at the time when the pupil needs it the most. 
LEGIBILITY should be the war-cry always, and never 
louder than at the beginning when the student ought to 
have all possible encouragement. Anything that con- 
tributes to readable shorthand in the early stages, when 
so many difficulties conspire to illegibility, is deserving of 
consideration. 

In place of the uncertain treatment of L and R which ob- 
tains so generally, the "PLAN " suggests the following — 
and that, too, at the very primary part of the course : 
Upward / (Ruh) , used for the sound of R when it is 
followed by a Vowel sound; and al- 
ways before ( / & / and after ^ 
Downward ""> (uR), used for the sound of R when it is 
preceded by a Vowel sound; and 
always before ^ 
Upward ( (Luh), used for the sound of L when it is 
followed by a Vowel sound ; and al- 
ways before ( & \ 
Downward ( (uL), used for the sound of L when it is 
preceded by a Vowel sound. 



DIFFICULT TO RF.A.D, 27 

Words beginning with IRRJE or jT£LZ7arerenderel 
more legible by employing both the upward and downward 
strokes. 

The above rules contrast somewhat with the wordiness 
of the common directions for the employment of L and R, 
but experience and practice have proved them to be ade- 
quate. The clauses above, after the semicolons, are one^ 
of expediency; it is where utility displaces theory. 

The following words illustrate the importance of the 
above-mentioned double treatment of L and R: 

Chair, chary, patron, pattern, wreck, ark, rear, array, 
elm, limb, fell, fellow, Lowell, ally, jail, jolly, arm, ream, 
leer, early, Rarus, error, corps, carry, fear, fury, foreign, 
door, Dora, vale, valley, pill, pillow, rash, harsh, Elroy, 
Lora, really, Raoul, sherry, rush, sore, Sarah, orison, rea- 
son, erroneous, rarify, earth, wrath, health, loathe, read, 
heard, rain, earn, ridge, urge, portion, operation, strain, 
stern, legal, illegal, regular, irregular, train, turn, lowly, 
loll, real, rely, loyal, also, lower, leeway, alway, houri, poor, 
Peru, alert, sorrow, Syria, failure, in'asponsible, follower, 
etc., etc. 

CIRCLE AND STROKE S. 

Instead of the usual collection of four or live rules for 
Circle and Stroke-S, the "PLAN " also recommends the fol- 
lowing, which positively express the whole situation : 
Use the stroke form ) when S or (Z) is the only con- 
sonant sound in an initial or final syllable / 
and in the words Ask and Asp. 
Use the CIRCLE-S (or Z ) ° in all other situations. 
Z at the beginning of a word always takes the stroke form. 



A PRACTICAL PLAN OF 

I9$truc;ti09 \i) Sf?ortf?aQd, 

3V BKTES TOHRBY. 
FOWLER & WELLS CO., Publishers, 



The author of this "PLAN" has long been a writer and 
teacher of Shorthand, and his experience has developed this 
PLAN of INSTRUCTION, for the use of teachers, which pre- 
sents many claims for excellence. 

It is a new departure in shorthand instruction, consisting of 
a progressive series of detached LESSON PAPERS, neatly 
printed, with much facsimile shorthand text, and figured to refer 
to only such portions of Benu Pitman's MANUAL, as conduce to 
a thorough and rapid comprehension of the subject. 

THE PLAN IS COMMENDED TO TEACHEES. 

Because of the assistance it gives in such details of instruction 
as the text-books fail to cover. — Because it is as practical as the 
conscientious instructor aims to he, bridging the gap between 
Theory and Practice cleverly. — Because of the facsimile text 
furnished for reading practice. — Because the rules for outline 
formation are logical. — Because of the prominence given to the 
elucidation of those principles particularly difficult of compre- 
hension. — Because it furnishes a convenient medium for teaching 
BY MAIL. 

Any teacher of Benn Pittman's System who will take 
pains to look this over carefully and trv it, will find it of 
very great advantage in the work of teaching, by making the 
work easy and it will add greatly to the interest of the pupil, a 
matter of great importance. Below will be found the opinions 
of successful teachers. 



Pittladelphta, February 8. 1890. 
My dear Mr. Torrey: — The specimen sheets or* the Plan 
which you enclose also call to my mind the fact that my experi- 
ence in using the same was entirely satisfactory. I have only 
used it in instruction by mail, but of course if it works well in 
that way it would do still better for personal teaching. I was 
particularly pleased with the ability developed early in the course. 



on the part of the Plan students to strike out and go it alone, 
as it were; it seems to cut them loose from the leading strings 
with which so many of the text-books and methods tangle up 
the unwary. For a course of only 20 lessons itceitainly is capable 
of producing remarkable results, and I am sure I can say nothing 
but good of the Plan. 

FRANCIS IT. HEMPERLEY, 

Pres. Phiia. {Stenographers' Ass'n. 



Augusta, Me., February 10, 1890. 
I have found the Plan the great desideratum in giving 
lessons by mad, not merely on accouut of its convenient foim for 
transmission, but because it contains so much that is valuable and 
not to be found in the general text-book, and creaies an interest 
in the study that the text- book alone does not awaken. It also 
proves of valuable assistance in oral instruction. As its name 
implies, it is truly a practical Plan of instruction. 

AMELIA M. GOULD. 



After an extended examination of your "Plan of Instruc- 
tion " in Shorthand I feel warranted iu stating it isnotonlya 
practical one, but one which makes a comparatively dull study 
interesting and even pleasurable. In these respects, if in no 
other, it has the advantage over many of the published text-books. 
That the lessons contain, taken in connection with the Benn 
Pitman Manual, everything essential to the learning of Short- 
hand, I feel assured, having become so convinced from about 
a six mouths' acquaintance and use of them in giving instruction. 
I would heartly recommend them to all teachers as the best 
method extant, to my knowledge of teaching, especially by mail. 

Portland, Maine. SYLVAN B. PHILLIPS. 



I consider Mr. Torrey's Plan of Instruction much superior 
to any of the other methods I have tried. If a pupil follows 
implicity all the directions given in the work he should be able 
to write about thirty words a minute after the eighth lesson, and 
at the end of lesson fourteen about fifty words a minute. I do 
not believe any shorthand system could be more satisfactory in 
every way, and the Plan deserves to be recommended to any- 
one wishing to study stenography* 

8 Cottage St. Newport, R. I. H. D. C. 



The Plan is handsomely gotten up and printed in typewriter 
type, and facsimile shorthand characters, and sold at $1.00. 
A liberal reduction made to teachers. Address, 

FOWLER & WELLS CO., Ptiteligiierg f 
-775 Broadway, New York. 



SHORT §*"* BY MAIL 



IS PRACTICABLE. 

By our "Plan of Instruction" (Copyrighted). 
There is positively no mistake about it; and it is 
" Commercial " shorthand, not the ornamental 
variety. 

A few trial lessons are given free upon purchase 
of the Plan, and if the pupil is not on en rapport 
with the study, a discontinuance is recommended. 
Money is there b}^ saved, and by the same tokeu we 
have no failures. This policy makes it safe to guar- 
antee satisfaction ! 

A good price is asked for services rendered, but 
none of our pupils have to be subsequently "dry- 
docked" with some other teacher for repairs. When 
the Plan course is finished no further book knowledge 
is required — the cobbler does not need to be recobbled! 

There is nothing more to say. We Teach 
Shorthand by Mail. It is useful Shorthand. Every 
pupil gets full value for his outlay. Our graduates 
are all satisfied. Places stand waiting for good 
writers. 

The dial without its shorthand has lost an index 
of time ; the man with shorthand gains time in 
every hour. 

TEEMS: 

$15.00 for 20 lessons, comprising about a five 

months' course. 
$25.00 for complete course and speed practice (for 

slow workers) without time limit. 

The above also includes typewriter instruction 
according to the manual of " Practical Typewriting." 



JPlease Read the Letters Herewith. 

Mr. Bates Torrey: Bangor, Me., Feb. 7, 1890. 

Dear Sir :— It gives me pleasure to speak of the "Plan," as 
I consider it a most interesting as well as effective method of 
gaining a practical knowledge of the "mysterious art." I say 



this from 1113' own experieuce, as after a three months* course of 
instruction b} r mail I was fortunate enough to obtain a position 
as stenographer; and in my constant occupation as such since I 
have had many occasions for feeling thankful that I used the 
"Plan," for by it I gained a thorough knowledge of the prin- 
ciples of stenography, enabling me to read my notes instead of 
guessing at them. I am very glad indeed to have an opportunity 
for expressing to you and others my opinion of y'our "Plan;" I 
value it very highly. 

MAY E. CROSBY. 



Portland, Jan. 7, 1887. 
It is now about three months since I began under your tuition 
and to-day, in a little speed test on familiar matter, I was able to 
write seventy words a minute, which pleased me greatly, it being 
after my seventeenth lesson. I am more than satisfied with my 
progress thus far, and have no doubt I shall be qualified to take the 
position promised me if I succeed in learning shorthand. I do 
not consider that I have done any better than anyone would 
who was in earnest, or had a situation in prospect. 

Miss ANNIE E. GRANT. 



Calais, Maine, 
Studied in connection with the Pitman Manual it forms, in 
my opinion, one of the best guides extant, presenting the various 
principles and their explanations in a series of gradations leading 
up to a full and perfect application of the science. I began a 
year ago, and have practised very irregular since, but can easily 
write 110 words to the minute, and am capable of exceeding that 
speed if pressed. I consider it strong proof of the excellence of 
the Plan that I have no difficulty in reading my notes, even 
after considerable time has elapsed. 

JOHN E. PEMBER. 



Liberty, Me,, Feb. 8, 1890. 
In testimonial of the method of teaching stenography as de- 
vised by Mr. Bates Torrey, of Portland, Me., I wish to say: I 
began under his instruction in September, 1889, and finished the 
course in four months. I consider the Plan of Instruction 
very practical and comprehensive. His pleasant manners and 
mode of teaching were very interesting and enjoyable throughout 
the course. I can truly recommend his Plan of Instruction as 
the best of any I have examined. 

GENEVA H. KNOWLTON. 



For instruction and additional information, address, 

BHT6S TORRGY, 

Portland, Maine* 



D 



Jullbul 11 



BY THE 




itmo 



ALL-FINGER METHOD. 



The Pioneer Instructor in Writing Toy Touch. 

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Fowler & Wells Go., Publishes, 775 Broadway, N. Y. 



READ WHAT "THE WRITER" SAYS. 

Practical Typewriting. By the All-finger 
Method, Which Leads to Operation by- 
Touch. Arranged for Self-instruction, 
School Use and Lessons by Mail. Con- 
taining also General Advice, Typewriter 
Expedients and Information Relating to 
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" Mr. Torrey has done the world a real ser- 
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the book." 

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The work is prepared for the Remington 
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It will be sent by mail, post-paid on receipt 
of price, $1,00. Address, 

Fowler & Wells Co., Publishers, 

775 Broadway. 



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34 Specific Exercises are each illustrated by a full length 

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Men and Women Differ in Character. 




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No. 2. 
No. 3. 
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[Portraits from I ife in " Heads and Faces."] 
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